Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Katherine Pettrey, Louisiana State University and A&M College; Andrew Becnel, Louisiana State University and A&M College

Tagged Topics

Diversity

also the faculty advisor for the Formula SAE team at LSU.Dr. Andrew Becnel, Louisiana State University and A&M College 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 GIFTS: Career Guidance 101Students are frequently under the assumption that an engineering degree guarantees a job atgraduation. Our Mechanical Engineering department at Louisiana State University (LSU) beganembedding career planning into the first-year engineering courses during the 2022-23 academicyear to give students a model for what it takes to be a top-tier job candidate (or candidate forgraduate school) at graduation. By providing students with the tools to set themselves up forsuccess

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

capability to have privacy filters when needed.These suggestions would make the design more inclusive.Figure 3: Engineering products that can be improved to be made more inclusive. (a) Cochlear Implant. (b) SchoolChair. (c) Current version of a Body Scanner and (d) Improved more inclusive version of a Body Scanner.Future WorkAs we develop this activity more, here is our current plan for assessing its success. A bias detectionexercise and lively discussion will be the first week's evaluation. This evaluation will use studentreflection journals and qualitative feedback. We will also use Likert scale pre-activity surveys toassess students' understanding and attitudes on DEIBJ and Inclusive Design. Students will beassessed in the second week on their

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

data collection andanalysis process. Mezirow described transformative learning process in a ten-stage framework,which included: Stage 1. Experiencing a disorienting dilemma, Stage 2. Self-examination withfeelings of guilt or shame, Stage 3. A critical assessment of epistemic, sociocultural, or psychicassumptions, Stage 4. Recognition that one’s discontent and the process of transformation areshared and that others have negotiated a similar change, Stage 5. Exploration of options for newroles, relationships, and actions, Stage 6. Planning a course of action, Stage 7. Acquisition ofknowledge and skills for implementing one’s plans, Stage 8. Provisional trying of new roles,Stage 9. Building competence and self-confidence in new roles and

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

Tagged Topics

Diversity

, modified by the authors to better suit the context of first-yearAfrican engineering students. The Agency for Learning Questionnaire (AFLQ) tool looks atthe behavior of individuals as it applies to functionalities such as intentionality, forethought,self-regulation, and self-efficacy [16]. The AFLQ was modified to suit the context of this study.The original tool contains about forty-two questions on the long form and twenty-eightquestions on the short form. In order not to overburden the students, one question from each ofthe six functionalities under agency was used in the surveys. Thus, questions fromintentionality-planned competence, intentionality-decision competence, forethought-intrinsicmotivation, forethought–intrinsic motivation, self

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

-binary students inengineering, audiovisual materials, and field visits to places such as prototype/manufacturingfacilities. Inclusion of non-binary engineers’ experiences and audiovisual materials will makeour seminar more inclusive to identities and learning styles, while field visits will serve as hands-on experiences for our students to experience and develop their confidence in engineering.Based on the feedback, we will incorporate improvements into the next iteration of the course,adding in new course material on negotiation with multiple engineering identities and field tripsto engineering labs. Our plans include continuing to offer our seminar in Academic Year 2024-2025 and expanding it into a First-year Learning Community (FLC) in early